What Guides Choices

Overview

This lesson builds students’ understanding of the Australian Dietary Guidelines and how they can use them to make safer, healthier decisions about food for themselves and others. It is lesson 2 of 10 in “What’s on My Plate?”, continuing from prior discussion of everyday food choices and nutrition basics.

Learning intentions

Students will:

• identify key messages from the Australian Dietary Guidelines that support health and wellbeing
• match guideline categories to real food examples
• discuss how cultural influences and family practices can shape food choices while still supporting healthy eating
• create a short brochure that explains one guideline and gives practical ideas for daily choices

Success criteria

Students can:

• explain the main idea of one guideline in their own words
• give at least 3 food/meal examples that fit their chosen guideline
• describe one way culture can influence food choices and how to make a healthy option
• complete a brochure that others could use to make a healthier daily choice

Curriculum links

• AC9HP8P10: plan and implement strategies, using health resources, to enhance their own and others’ health, safety, relationships and wellbeing (focus: healthy eating choices and wellbeing)
• AC9HP8P10: proposing and implementing actions that promote safe participation and evaluate impact on mood and mental wellbeing (focus: confidence and wellbeing linked to food choices)
• AC9HP8P10: investigating food-serving recommendations and producing a guide to help students make healthy choices when buying food from the school canteen
• AC9HP8P02: analyse the impact of changes and transitions, and devise strategies to support themselves and others through these changes (focus: using reliable health information to guide choices as routines shift)

Lesson structure (60 minutes)

1. 0–5 min · Welcome & hook. Teacher displays 4 mixed “snack and meal” items (picture cards or name cards) and asks: “Which one best supports healthy eating, and why?” Students quick-write their first guess and reason (no discussion yet).

2. 5–15 min · We Do: Guideline walk-through. Teacher introduces the Australian Dietary Guidelines in student-friendly language, focusing on 3–5 core messages for Years 7–8 (e.g., vegetables/fruit, whole foods, water, limiting foods high in saturated fat, added salt, and added sugars). Students follow along using a class “Guideline snapshot” sheet and highlight the key words they think are most important.

3. 15–30 min · Group task: Match it to a guideline. Teacher divides class into groups of 4–5 and gives each group a set of food examples plus a “Guideline cards” set. Students match foods to the best-fitting guideline message, then record:

• guideline name/category
• one health reason
• one “everyday choice” example (e.g., swaps or additions)

4. 30–38 min · We Do: Cultural influences discussion. Teacher leads a structured discussion: “How might our culture, family, and traditions shape what we eat?” and “How can we keep the cultural connection while making choices that align with the guidelines?” Students share 1 example from the group task and one possible healthy adjustment (e.g., add vegetables, choose water, balance meals).

5. 38–52 min · Create: One-guideline brochure. Teacher explains the brochure requirements and demonstrates a model layout (title, short explanation, 3 examples, 2 practical tips, one culturally respectful idea). Students create a brochure summarising one selected guideline. They must include at least:

• a simple guideline explanation (in plain language)
• 3 food/meal examples that fit
• 2 daily-choice tips
• one “culture + health” note (respectful and realistic)

6. 52–58 min · Gallery share (short). Teacher sets a timer; students do a “silent gallery walk” and leave one sticky note or written comment on a peer brochure: “What is clear?” and “What’s one helpful idea?”

7. 58–60 min · Exit ticket: Two reflections. Students complete an exit ticket with two prompts:

• “One guideline I can apply this week is… because…”
• “One daily choice I will adjust (or keep doing) is… and I think it will improve my wellbeing by…”

Resources

• Picture cards or food-name cards for common lunches and snacks
• Australian Dietary Guidelines snapshot cards (teacher-prepared, no hyperlinks)
• Group recording sheet: “Match Food to Guideline”
• Brochure template (A4 half-fold or quarter-fold) and art supplies
• Sticky notes or exit-ticket slips
• Teacher model brochure (one completed example)
• Timer and projector/board for key messages

Assessment

• Formative checks:
• observe group matching accuracy and reasoning during “Match it to a guideline”
• listen for accurate, respectful discussion during the cultural influences We Do segment
• Product assessment:
• brochure includes guideline explanation, examples, daily tips, and a culture-respecting idea
• Exit ticket:
• two reflections show personal application to daily choices and connection to wellbeing

Differentiation

• Support:
• provide sentence starters for reasons (“This fits the guideline because…”) and for brochure sections (“Tip 1: You can…”, “In my culture/family, we might…”)
• allow students to choose from 2–3 “scaffolded” guideline options if needed
• Extension:
• challenge students to include one “compare and choose” suggestion (e.g., “If you buy this, add/choose that to improve the choice”)
• ask for a brief statement on how the brochure could help a younger student or family member make choices
• Language and learning needs:
• use visuals for food cards and provide bilingual support where available
• allow verbal planning with a partner before writing for students who need processing time